The objectives of this study are: (1) to develop a Better Teaching and Learning model that can foster character, increase student interest, activity, and learning outcomes in teaching exercises, and determine the validity, effectiveness, and practicality of the Better Teaching and Learning model. This research is a research development (RD). The research was carried out in three stages: (1) Theoretical exploration and expert research on the Better Teaching and Learning model. (2) Empirical test to empirically validate the Better Teaching and Learning model. (3) The implementation stage to determine the effectiveness and practicality of the Better Teaching and Learning model. The results showed that the Better Teaching and Learning model was developed to integrate the basic teaching skills and was presented in eight stages of teaching skills. This model is declared valid by the validator and supported by empirically validated results through field trials. This model has also been tested for its effectiveness in fostering character and increasing student interest, activity, and cognitive learning outcomes. The practice of implementing the Better Teaching and Learning model has also been tested through observations of the ability of prospective teachers in classroom learning, learning responses to the ease with which prospective teachers use the Better Teaching and Learning model, and student acceptance responses to the Better Teaching and Learning model applied by a pre-service teacher. The final result shows that the Better Teaching and learning model developed has met the criteria of validity, effectiveness, and practice.
This study aims to develop a learning model of UIS weaving based on the relevant Karo cultural values in schools. The research uses research and development through the Borg and Gall model development approach. The research subjects were the teachers and students of the Vocational School (SMK) Negeri 1 Berastagi where the research was conducted. Data collection techniques using observation and interviews. The data analysis technique used a qualitative descriptive technique. The research findings can be described as follows. First, the relevant Uis Karo weaving learning model used for the cultivation of Karo cultural values is Carl Rogers' version of the nondirective learning model. Second, modification and adjustment of this learning model are carried out so that it can be used to instill Karo's cultural values, especially those related to the format of the lesson plan. Third, teachers can carry out Uis Karo weaving learning using a non-directive model for planting Karo cultural values by the applicable curriculum in schools while still paying attention to the Karo regional government policy regarding the development of a Karo ethnic-based curriculum. The results of the study found that noble values formulated in various expressions need to be given to students, among others; Uis Karo is a culture of the Karo tribe. Uis Karo is a set of traditional clothes used in cultural activities. Uis (cloth) means clothing in Karo so that its development has made uis into various types, styles, and functions. Uis is made from cotton, spun, and woven manually using looms instead of machines. The composition of the yarn as the basic material for Uis uses cotton yarn with natural dyes, but some also use factory fabrics that are dyed with chemical dyes. Some of this uis are rare because they are no longer used in everyday life, or are only used in cultural ritual activities related to animist beliefs and are no longer practiced.
The teaching and learning process for cosmetology education students needs to be developed to provide meaningful experiences in the learning process both in theory and practice, as well as being able to provide solutions to the problems found to improve learning outcomes and creativity, one of which is in the Sunda siger bridal makeup learning material. The development model refers to Research and development (RD) and the Borg Gall model. The development research results show that video-based learning media exists in the Indonesian bridal makeup course, especially in the Sunda Siger bridal makeup learning material, with an average feasibility level based on the expert judgment of 80.15% declared feasible. A small and wide class trial is carried out with the same score of 80,4% declared eligible. The feasibility results obtained from experts and trials analyzed for data, the acquisition of the control class scores with the results of the pretest 64% and posttest 75.67%, in the experimental class, the value of the pretest was 71.57%, and the posttest was 88.33%, from the results of the use value. This video media is suitable for learning about Sunda siger bridal makeup. The results of the media being accepted or rejected can be seen from the value of the t-test where the learning video media obtained tcount 24.54 and t-table 2,086, with the acquisition of t-count greater than t-table then H1 accepted video media in the development of video media in learning Sunda siger bridal makeup.
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